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題名：幼兒園教保專業倫理信念及其班級經營實踐之研究
書刊名：教育學誌
作者：張純子
作者(外文)：Chang, Chun-tzu
出版日期：2015
卷期：33
頁次：頁125-171
主題關鍵詞：幼兒園；教保服務人員；專業倫理信念；班級經營；Preschool；Early childhood educators；Belief in professional ethics；Class management
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:95
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本研究旨在探討教保服務人員專業倫理信念及其班級經營教學實務之研究。研究對象為四位分別任教於中部縣市之公、私立幼兒園教保服務人員。採取質性研究取向，以敘說訪談為主要資料蒐集方式，同時研究者輔以觀察者之參與角色對其班級經營相關文件進行資料蒐集之工作。研究結果分成三部分：首先，教保服務人員所持專業倫理信念的內涵包括四個層面（1）對幼兒講求「尊重」和「溝通」；（2）家長是重要的合作夥伴；（3）與同事互動要適時溝通（4）建立與社區互動關係。其次，形成教保服務人員專業倫理信念即包含個人因素、專業養成教育以及職場環境之相關因素。其三，以專業倫理的精神和信念，引導班級經營運作的行動，具有正確、清楚之理念，了解其理論與哲學意涵，並體認教學之責任和角色，形成班級經營的教學策略。最後，根據研究結果提出建議供幼兒園、教保服務人員、幼教保師資培育及後續研究之參考。
The purpose of this study was to investigate early childhood educators' beliefs in professional ethics and class management practices. The subjects were four early childhood educators currently working in public or private preschools in Central Taiwan. Based on a qualitative approach, data were collected mainly by narrative interview with the subjects and participant observation of their class management. Three major findings were obtained. First, the early childhood educators' beliefs in professional ethics could be summarized into four points: (1) ＂respect＂ and ＂fair＂ are important in education of young children; (2) parents are important partners; (3) adequate communication is necessary in the interaction with colleagues; (4) establish an interactive relationship with the community. Second, the development of professional ethics beliefs in the early childhood educators was affected by individual factors, professional education, and workplace related factors. Third, the educators' class management practices were guided by their spirit of and beliefs in professional ethics. They had correct and clear ideas about class management and could therefore understand the theories and philosophical implications behind it, fulfill their responsibility and role in education, and formulate strategies for class management. Finally, based on these findings, this study provided some suggestions to preschool, early childhood educators, preschool teacher training institutions, and future researchers.
期刊論文
1.蔡淑桂(20040600)。幼稚園專家教師與新手教師的班級經營策略之比較研究。康寧學報，6，181-224。  延伸查詢new window
2.陳仲翰(201112)。教師專業倫理發展在師資培育過程上之意義。教育資料與研究，103，69-89。new window  延伸查詢new window
3.鄭芬蘭(20040600)。學前兒童關懷行為心理歷程暨生命關懷活動方案之實驗研究。高雄師大學報. 教育與社會科學類，16，161-179。new window  延伸查詢new window
4.李美慧、潘怡君(2008)。教師專業信念與倫理。研習叢書，194，20-21。  延伸查詢new window
5.張純子(20100800)。二位公私立幼稚園教師專業發展之傳記史探究。幼兒保育學刊，8，1-16。  延伸查詢new window
6.臧瑩卓(20111200)。幼兒園教師班級經營策略運用情形之研究。幼兒保育學刊，9，17-35。  延伸查詢new window
7.Dalli, C.(2008)。Pedagogy, knowledge and collaboration: toward a ground-up perspective on professionalism。European Early Childhood Education Research Journal，16(2)，171-185。  new window
8.Fox, C. M.(2000)。Factors influencing the career choice of prospective。The Journal of Teacher Education，12(4)，427-432。  new window
9.Hancock. E. S.、Gallard, A. J.(2004)。Pre-service science teachers' beliefs about teaching and learning: The influence ofk-12 field experiences。Journal of Science Teacher Education，15(4)，281-291。  new window
10.Hoot, J. L.(2002)。Conflicting beliefs: A story of a early childhood teacher's struggle with change。Early Childhood Research Quarterly，32，25-46。  new window
11.Liu, J.、Elicker, J.(2005)。Teacher-child interaction in Chinese kindergartens: An Observational analysis。International Journal of Early Years Education，13(2)，129-143。  new window
12.Merrett, F.、Wheldall, K.(1993)。How do teachers learn to management classroom behavior? A study of teachers opinions about their initial management。Educational Studies，19，91-106。  new window
13.汪慧玲、沈佳生(20070800)。幼兒教師專業倫理實踐之研究。幼兒保育學刊，5，59-74。  延伸查詢new window
14.李雯佩、高傳正(20070300)。一位幼稚園教師教學信念之研究。美和技術學院學報，26(1)，149-172。  延伸查詢new window
15.陳國泰、曾佳珍(20051200)。準幼兒教師教學信念的發展之個案研究。幼兒保育學刊，3，1-30。  延伸查詢new window
16.Epstein, J. L.(2005)。Links in a professional development chain: Pre-service and in-service education for effective programs of school, family, and community partnerships。The New Educator，1(2)，124-141。  new window
17.Levin, T.、Wadmany, R.(2007)。Teachers' beliefs and practices in technology-based classrooms: a developmental view。Journal of research on technology in education，39(2)，157-181。  new window
18.Nelson, W. A.(2006)。Defining Ethics。Healthcare Executive，21(4)，38-39。  new window
19.Rowland, E. J.(1986)。Self-concept and the educational orientations of older adult learning participants。Psychological Review，108(3)，593-623。  new window
20.詹棟樑(20050400)。教師的專業倫理與專業精神。教育研究，132，11-19。new window  延伸查詢new window
21.Hashweh, Maher Z.(1996)。Effects of Science Teachers' Epistemological Beliefs in Teaching。Journal of Research in Science Teaching，33(1)，47-63。  new window
22.陳淑敏、張玉倫(2004)。幼兒教師教學信念與教學行為之探究。屏東師院學報，21，1-35。new window  延伸查詢new window
23.King, K.、Shumow, L.、Lietz, S.(2001)。Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices。Science Education，85(2)，89-110。  new window
24.萊素珠(20061200)。以「系統的/反思的個案研究法」初探幼保專業倫理兩難。臺中教育大學學報. 教育類，20(2)，63-79。new window  延伸查詢new window
25.Kagan, D. M.(1992)。Implications of research on teacher belief。Educational Psychologist，27(1)，65-90。  new window
26.簡楚瑛(20040200)。從幼托整合政策研究軌跡看幼教政策未來發展方向應思考之問題。兒童及少年福利期刊，6，1-7。new window  延伸查詢new window
27.江麗莉、鐘梅菁(19970200)。幼稚園初任教師困擾問題之研究。新竹師院學報，10，1-22。new window  延伸查詢new window
28.張純子、洪志成(20081000)。幼兒教師之情緒勞務--勞心勞力的脈絡情境分析。教育研究學報，42(2)，45-65。new window  延伸查詢new window
會議論文
1.張純子(201210)。生命教育融入幼保專業倫理課程實踐之研究。「自主、靈性與大學生命教育」學術研討會，國立臺灣大學生命教育研發育成中心 。臺北。167-189。  延伸查詢new window
2.Raths, J.(2001)。Teachers' beliefs and teaching beliefs。Symposium honoring ECRP。Champaign, IL。  new window
研究報告
1.谷瑞勉(2007)。早期讀寫中的知識鹰架--訊息類文本的運用 (計畫編號：NSC 96-2413-H-153-017)。  延伸查詢new window
2.簡紅珠、江麗莉(1993)。國小成功、不成功經驗教師與初任教師的班級管理認知與內隱信念之研究 (計畫編號：NSC 82-0301-H-134-001)。台北市：行政院國科會科資中心。  延伸查詢new window
學位論文
1.周淑瓊(1999)。國中專家／新手導師班級經營的信念、認知、行動策略與其班級經營效果之比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.陳雅莉(1994)。教師教育信念與班級經營成效關係之研究(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
3.吳珮瓏(2004)。幼稚園教師教學信念及其轉變因素之研究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
4.黃敏(1994)。國民小學教師教育信念之研究：以兩名國小教師為例(碩士論文)。國立台北師範學院。  延伸查詢new window
5.周淑惠(1999)。一位國小教師國語科教學信念之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
6.楊士賢(1997)。國民小學級任教師班級經營信念與班級經營效能關係之研究(碩士論文)。台北市立師範學院。  延伸查詢new window
7.武藍蕙(2010)。幼保師資培育關懷取向「專業倫理」課程實踐之研究(博士論文)。國立臺北教育大學。new window  延伸查詢new window
8.林亨華(2003)。國中教師自我概念、教學信念與教學效能之相關研究--以澎湖縣為例(碩士論文)。國立臺南大學。  延伸查詢new window
9.湯仁燕(1993)。國民小學教師教學信念與教學行為關係之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.張純子(2010)。幼教工作者專業認同歷程之研究(博士論文)。國立中正大學。new window  延伸查詢new window
圖書
1.蔡淑桂(2006)。幼兒保育專業倫理。臺北市：永大。  延伸查詢new window
2.鄭束芬、劉燕雯、張碧如(2012)。社區資源融入幼兒園方案教學。台北：心理。  延伸查詢new window
3.Beaty, J. J.(2006)。50 Early childhood guidance strategies。Upper Saddle River, NJ：Pearson Merrill Prentice Hall。  new window
4.Scholtz, D. E.(1991)。Beliefs about Teacher Role and the Implications for studies in the Social and Philosophical Foundations of Education。University of Minnestota。  new window
5.谷瑞勉(1999)。幼稚園班級經營：反省性教師的思考與行動。臺北市：心理。  延伸查詢new window
6.鄭博真(2009)。幼兒園課程與教學創新：多元智能取向。臺北：新文京。  延伸查詢new window
7.Campbell, E.(2003)。The ethical teacher。Maidenhead, PA：Open UniversityPress。  new window
8.Good, T. L.、Brophy, J. E.(1997)。Looking in classrooms。NY：Longman Publishers。  new window
9.Clandinin, D. J.、Connelly, F. M.(2000)。Narrative inquiry: Experience and story in qualitative research。San Francisco, CA：Sage。  new window
10.Lefrancois, G. R.(1997)。Psychology for Teaching。Belmont, CA：Wadsworth Publishing Company。  new window
11.Gardner, Howard(1999)。Intelligence reframed: Multiple intelligences theory into 21th century。New York：Basic Books。  new window
12.Carr, David、張慧芝、陳延興(2003)。教學倫理。台北：韋伯。  延伸查詢new window
13.Gilligan, Carol(1982)。In a Different Voice: Psychological Theory and Women's Development。Harvard University Press。  new window
14.葉至誠(2000)。社會科學概論。臺北：揚智文化。  延伸查詢new window
15.楊政學(2006)。企業倫理。揚智文化。  延伸查詢new window
單篇論文
1.Fager, J. J.(1992)。Characteristics of expertise in teaching: differences in levels of expert teachers in solving classroom management problems(ED 9237660)。  new window
2.Tabachnick, B. Robert，Zeichner, Kenneth M.(1985)。The Development of Teacher Perspectives: Final Report，Madison。(ED266099)。  new window
圖書論文
1.凃嘉新(2009)。教保人員對同事的專業倫理責任。幼兒教保專業倫理。台北：華格那。  延伸查詢new window
2.陳淑美、陳春月(2009)。教保人員對家長的專業倫理責任。幼兒教保專業倫理。台北：華格那。  延伸查詢new window
3.蕭佳華(2009)。國內教保人員專業倫理思考的發展脈絡。幼兒教保專業倫理。台北：華格那。  延伸查詢new window
4.Garber, M.、Hanssen, B.、Walkowitz, R. L.(2000)。Introduction: The turn to ethics。The turn to ethics。New York：Routledge。  new window
5.Sigel, I. E.(2001)。A conceptual analysis of beliefs。Parental belief system: The psychological consequences for children。Hillsdale, NJ：Erlbaum。  new window
6.Wearness, K.(1992)。Women in the welfare state: The case of formal and informal osld- age care。The Scandinavian model: Welfare states and welfare research。Armonk, NY：M.E. Sharpe。  new window
7.Nodding, N.(2005)。Global citizenship: Promises and problems。Educating citizens for global awareness。New York：Teachers CollegePress。  new window
8.Denzin, N. K.、Lincoln, Y. S.(1994)。Introduction: Enter the field of qualitative research。Handbook of qualitative research。Thousand Oaks, CA：SAGE。  new window
9.Richardson, V.(1996)。The role of attitudes and beliefs in learning to teach。Handbook of research on teacher education。New York：Macmillan。  new window
10.Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。  new window
 
 
 
 
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